TABLED DOCUMENT 176-17(5) TABLED ON NOVEMBER 5, 2014 2013-2014 ANNUAL REPORT ON OFFICIAL LANGUAGES Government of the Northwest Territories cover page photo credit: Tsą́kui Theda, Lady of the Falls, NWT Archives/Rene Fumoleau fonds/N-1995-002: 10291 II MESSAGE FROM THE MINISTER Language use strengthens cultural identity, and in turn, contributes to student success, healthy families and communities, and increased economic prosperity. The Northwest Territories is home to many different languages and cultures. We recognize 11 official languages: English, French and nine (9) Aboriginal languages. The Government of the Northwest Territories (GNWT) is committed to the promotion, preservation and revitalization of these languages and to healthy, educated people free from poverty. This year, through the Aboriginal Languages Secretariat, we adopted a new approach to the revitalization and strengthening of Aboriginal languages. Regional Aboriginal Governments are now fully responsible, and funded, to manage their language revitalization. I would like to thank the Grand Chiefs, the Chairperson of the Inuvialuit Regional Corporation and the President of the NWT Métis Nation for their support and cooperation during this time. The transition has been relatively seamless and all Governments are working hard to implement their language plans. In 2013, the GNWT developed the Standards for French Communications and Services after consultation with the Fédération franco-ténoise. They will be used by GNWT employees in the delivery of services in French to the public. The majority of the GNWT Departments have developed 5 year plans to implement the GNWT Strategic Plan on French Language Communications and Services. The 2013-14 Annual Report on Official Languages reviews the progress that we have made in the past year towards the promotion, development, enhancement and delivery of all official languages programs and services. I want to acknowledge and thank the numerous organizations and individuals who have contributed to the success of programs and services that have enhanced and revitalized our Official Languages in the NWT. Ması, Honourable Jackson Lafferty Minister Responsible for Official Languages Table of Contents OFFICIAL LANGUAGES IN EDUCATION 1 Early Childhood Programs 2 Aboriginal Language Nests 2 Aboriginal Language and Culture-Based Education 3 Teaching and Learning Centres 3 School Programs 3 Aboriginal Language Curriculum 3 French Minority Language in Education and French as a Second Language of Instruction 4 Teacher Training 5 Aboriginal Language and Cultural Instructor Program Diploma 5 GOVERNMENT SERVICES IN OFFICIAL LANGUAGES 7 Communications with the Public 8 French and English Translation 8 Bilingual Bonus and Languages Allowance 9 Services to the Public 12 Aboriginal Languages 12 French 17 PARTNERSHIPS WITH LANGUAGE COMMUNITIES 27 Aboriginal Languages Communities Program 28 Aboriginal Languages Literacy Program 29 Regional Aboriginal Languages Plans 30 Aboriginal Language Broadcasting 30 Community Broadcasting Grant Program 31 Aboriginal Languages Month 31 Aboriginal Languages Plan – A Shared Responsibility 32 Aboriginal Languages Secretariat 32 Building Human Resource Capacity in the Aboriginal Official Languages 33 Culture and Heritage 33 Geographic Place Names Program 33 Community Cultural Contribution Programs and Support for Aboriginal Language Promotion 34 NWT Archives 34 Museum Public Outreach and School Programs 35 Exhibits 37 Support to French Community 38 Consultation with French Language Community 39 Strategic Plan on French Language Communication and Services 39 Official Languages Board and Aboriginal Languages Revitalization Board 40 APPENDIX 1 42 GNWT Language Program Expenditures – Aboriginal Languages (2013-2014) 42 APPENDIX 2 44 GNWT Language Program Expenditures – French (2013-2014) 44 Official Languages in Education 2013-2014 Annual Report on Official Languages 1 Photo credit: GNWT Used with permission from the Department of Education, Culture and Employment EARLY CHILDHOOD The approach to language acquisition used in these early childhood programs varies from PROGRAMS immersion to second-language learning. Early childhood programs provide learning The level of immersion is dependent on the environments that meet young children’s language ability of the Early Childhood Program developmental needs. Early childhood programs staff, which can be a challenge in communities can be full or part-time programs and are where the Aboriginal language has very few available for children prior to entering the formal speakers. school system. In 2013-2014, ECE supported 21 language nest sites. At least one site for eight of the nine official Aboriginal Language Nests Aboriginal language communities received The Aboriginal Language Nest program provides funding. They are: four Tłı ˛cho ˛ communities young children with the opportunity to be (Behchokò ˛ , Whatì, Wekweètì, and Gamètì); four immersed in their first language. The younger Inuvialuktun communities (Inuvik; Tuktoyaktuk, the child, the easier it is for language acquisition. Paulatuk, Aklavik); one Inuinnaqtun community The GNWT recognizes the importance of early (Ulukhaktok); three North Slavey communities language acquisition to help protect and (Délįne, Tulíta and Fort Good Hope); three promote Aboriginal languages. The Department South Slavey communities (Fort Providence, of Education, Culture and Employment (ECE) Fort Simpson, K’atł’odeeche First Nation); one provides early childhood programs with funding Chipewyan community (Fort Resolution); one to support the development of early childhood Gwich’in community (Fort McPherson); and one language environments through Aboriginal Cree community (Fort Smith). Language Nests. 2 2013-2014 Annual Report on Official Languages In February 2014, ECE had consultation meetings • Coordinating on the land language and with Regional Aboriginal Governments to discuss culture camps; taking responsibility for Aboriginal languages • Collaborating with language teachers and revitalization including management and Education Authorities to ensure vocabulary operations of the Aboriginal Language Nest and sentence patterns are correct; program. As of April 2014, regional Aboriginal governments or their designates are now • Planning for regional education conferences; responsible for the Aboriginal Language • Conducting in-services for the infusion of Dene Nest program. As part of the agreement the Kede and Inuuqatigiit into all core subject Aboriginal Language Nest funding recipients areas, and would now apply to their own Aboriginal governments or organizations. • Providing direction to the NWT Teacher Education Program (TEP) and the Aboriginal Aboriginal Language and Language and Cultural Instructor Program (ALCIP) through participation in committees Culture-Based Education and working groups. ECE initiated a review of the Aboriginal Language and Culture-Based Education With their continued support to the schools, (ALCBE) Directive as part of its ongoing support ECE is continuing to develop a Dene Language of Aboriginal Language and Culture-Based Kindergarten to Grade 3 Curriculum and Teacher School Programs. In order to focus on issues Implementation Guide to assist Aboriginal most relevant to each region in the NWT, ECE language instructors in preparation, with resources drew on senior management staff, Aboriginal and scheduling for instruction in those primary coordinators, district education superintendents, grade levels. This work is anticipated to be school principals and Aboriginal language completed by the end of the 2015-2016 school year. teachers for interviews. The compilation of the data collected was completed and a report is SCHOOL PROGRAMS in the final stage of completion. A renewal of Aboriginal Language Curriculum the ALCBE Directive is one of the actions named within the three-year Education Renewal and The Dene Language Curriculum Teacher Innovation (ERI) Action Plan, and is expected Implementation Guide is still under development. to be completed by the end of the 2014-2015 The guide is to complement the information in school year. Dene Kede and intended to be used in conjunction with it. As part of the development of the guide, lesson plans have been piloted in a small scale TEACHING AND by voluntary language teachers. As part of LEARNING CENTRES this project, ECE worked with the Aboriginal The regional Teaching and Learning Centres Language and Cultural Instructor Program (TLCs) provide support to the schools in the (ALCIP) Coordinator, the Northwest Territories NWT with their Aboriginal language and cultural Teachers’ Association (NWTTA) and the district programs, including: Education Superintendents to provide necessary training for successful piloting. Training required • Developing materials & putting kits together for many Aboriginal language instructors includes for the Dene Kede and Inuuqatigiit units to lesson exemplars, unit and year planning, second be taught in language classes; language teaching methodologies, assessment • Coordinating training for Aboriginal techniques and best practices in using Dene Kede. language instructors and Early Childhood In October and November 2012 training was Educators; offered through ALCIP methodology course. 2013-2014 Annual Report on Official Languages 3 The development of an Apple version of Dene The federal funding for French Minority Kede is under development. The CD-ROM is Education also goes to post-secondary entitled Trails to Becoming. ECE developed